PdF:PDR_FVV1 Philosophy of Education 1 - Course Information

PDR_FVV1 Philosophy of Education 1

Extent and Intensity

0/0/10. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching

Teacher(s)

doc. Mgr. Radim Šíp, Ph.D. (lecturer)

Guaranteed by

doc. Mgr. Radim Šíp, Ph.D.
Institute for Research in School Education – Faculty of Education
Contact Person: Gabriela Vohradská
Supplier department: Institute for Research in School Education – Faculty of Education

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

fields of study / plans the course is directly associated with

• Education (programme PdF, D-PD4) (2)
• Social Education (programme PdF, D-PD4) (2)

Course objectives

to provide an insight into problematic of topic to PhD students:
1) educational environment
2) aims of education
3) content of education
4) pedagogical communication and interaction
5) creativity as a source of personality development; from the view of philosophical resourece

Learning outcomes

- to develop basic terminology - to understand the relationship between philosophy and theoretical backgrounds of a project - to apply this knowledge to their own PhD-project

Syllabus

• 1. Thematic unit – philosophy and episthemes
• Philosophy versus science. Onthology as work theory. Epistemology as work procedure. Foucaults "episthemes" as work analytical tool. The brief characteristic of antique-scholastic epistheme. The brief characteristic of early modern epistheme. The brief characteris of late modern epistheme.
• 2. Thematic unit – educational environment
• Antique-scholatic (before)understanding. Early modern (before)understanding - onthology of separate objects (individual, nation). Late modern (before)understanding - evolving environment as aspect of living continuum.
• 3. Thematic unit – aims of education
• Antique-scholatic (before)understanding – maturation of final causes. Early modern (before)understanding – copying of the reality structures. Late modern (before)understanding – equilibrium between individual and its environment.
• 4. Thematic unit – content of education
• Antique-scholatic (before)understanding – formed matter, substantion and accidents. Early modern (before)understanding – solid centres of bodies and linear causality. Late modern (before)understanding – stages of transactions between subject and object
• 5.Thematic unit – Pedagogical communication and interaction
• Antique-scholatic (before)understanding – relationship teacher - pupil, communication of order of solid forms. Early modern (before)understanding – Subject and object of communication and causal effect of bodies. Late modern (before)understanding – communication interaction as constant reconstruction of the identity.
• 6. Thematic unit - Creativity
• Antique-scholatic (before)understanding - creativity as filling of order and the creativity as hybrid. Early modern (before)understanding – cretaivity in the scope of naturalness as the effect of the modern individuality creation. Late modern (before)understanding – creativity as structural condition late modern conception of knowing.

Literature

required literature
• Deleuze, G. & Gauttari, F. (2001). Co je filozofie? Praha: Oikúmené.
• Ricken, F. (2002). Antická filosofie. Olomouc: Olomouc.
• Dewey, D. (1932). Demokracie a výchova. Praha: Jan Leichter. (vybrané kapitoly)
• Anzenbacher, A. (1990). Úvod do filosofie. Praha: SPN.
• Průcha, J. (Ed.), (2009). Pedagogická encyklopedie. Praha: Portál
• Foucault, M. (2002). Archeologie vědění. Praha: Herrmann & synové.
• Fulka, J. (2011). Jazyk a výchova v Rousseauvě „Emilovi“. Filosofický časopis, 59(4), 483–500.
• Janík, T. & Maňák, J., & Knecht, P. (2009). Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido
• Brezinka, W. (2001). Východiska k poznání výchovy. Brno: L. Marek.
• Arthur, J. & Davies, I. (2010). Education Studies Textbook. London & New York: Routletge. (vybrané kapitoly)
• Platón. (1996). Ústava. Praha: Oikúmené (vybrané kapitoly)
• Rousseau, J. J. (1907) Emil čili o vychování. Přerov: Knihtiskárna Bartheletý a spol. (vybrané kapitoly)
• Locke, J. (1984). O výchově. Praha: SPN. (vybrané kapitoly)
• Foucault, M. (2000). Slová a věci. Bratislava: Kalligram. (vybrané kapitoly)
• Coreth, E. & Schöndorf, H. (2002). Filosofie 17. a 18. století. Olomouc: Nakladatelství Olomouc.

recommended literature
• Hrdá, M. & Šíp, R. (2012). Komunikace a integrace žáků s odlišným mateřským jazykem. In J. Němec (Ed.), Výzkum a edukace sociálně znevýhodněných žáků (s. 115–136). Brno: Paido
• Baldwin, J. D. (1986) George Herbert Mead. A Unifying Theory for Sociology. Newburry Park, London, New Delhi: Sage Publications, Inc.
• Dewey, J. (1992) Logic: Theory of Inquiry. / Theory of Valuation In. The Collected Works of John Dewey, 1882–1953. (Hickman, L. A.. ed.) [CD-ROM]. Charlottesville VA: InteLex Corporation.
• Feyerabend, P. K. (2001) Rozprava proti metodě. Praha: Aurora.
• Chomsky, N. (1998) Perspektivy moci. Praha: Karolinum,.
• Kuhn, T. (2008) Struktura vědeckých teorií. Praha: Oikoymenh.
• Ricoeur, P. (1997) Teória interpretácie: diskurz a prebytok významu. Přeložila Zdeňka Kalnická. Bratislava: Archa.
• Rockwell, W. T. (2007) Neither Brain nor Ghost. A Nondualist Alternative to the Mind-Brain Identity Theory. Cambridge, Massachusets, London: The MIT Press.
• Rorty, R. (2012) Filosofie a zrcadlo přírody. Praha: Academia.
• Šíp, R. (2011) „Identita: Od pevných forem k poli napětí a kontinuity“. In. Hrdá, M. – R. Šíp (eds.) Identita v sociálně pedagogickém výzkumu: pole napětí, změn a začlenění. Brno: Masarykova univerzita, s. 13-26.

Teaching methods

lectures, discussion

Assessment methods

Credit

Language of instruction

Czech

Further comments (probably available only in Czech)

The course is taught annually.

Listed among pre-requisites of other courses

• PDR_FVV2 Philosophy of Education 2
  PDR_FVV1  

• Enrolment Statistics (recent)
  
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